Our Behavior team at the Education Service Center, Region 13 is pleased to announce we’re officially accepting applications for Cohort 12 of the Behavior Coach Endorsement Program! The endorsement program is an intensive, 240 hours of training for administrators, counselors, teachers, and paraprofessionals who wish to become a behavior specialist.
This program focuses on a multi-tiered system of behavior supports, as we spend the 240 hours training you in the following topics:
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Shame is a big component of our daily lives, whether it’s warranted or not. Shame can be a confusing concept for some to grasp. Donald Nathanson, former director of the Silvan S. Tomkins Institute, explained shame as a “critical regulator of human social behavior” and Silvan S. Tomkins defined it as “occurring any time that our experience of the positive…is interrupted.” In both of these cases, shame plays a vital role in our behaviors. That’s why, Nathanson developed “The Compass of Shame” to help better understand the many ways that people react when they feel shame. We can use the Compass of Shame in our Restorative Discipline processes.
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It’s hard for us to master self-compassion. We’re constantly being told that we’re not good enough and that we need to change. Whether we’re in line at the grocery store, listening to the radio, browsing around on facebook, snapchat, instagram, or twitter, there are always sources telling us to change. We’re bombarded by advertisements telling us the best hair styles, how to lose weight, wear the right clothes, change this, and fix that.
Now think about how many sources tell us we’re fine just the way we are? Maybe a few songs, a comment or two from our partners and friends, a few body positivity articles, but it’s never enough. Generally speaking, we’re left on our own to make ourselves feel good enough. And that can be tough.
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Good educators know that each and every day is a new experience for your students, and a new chance to build relationships. Just like in their academic work, students need consistency and regular routines to help them build their emotions, social skills, and community building skills. Behavior Check-Ins are a great way to help this process.
A Behavior Check-In is a super simple process that has positive effects on your students’ social emotional skills. It provides students with the chance to take an “emotional inventory” of their day so far and share it with the group.
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“I wonder what the teachers will be like? Will they realize I am here to help them, not critique them? Will they like me? How can I earn their trust and build a relationship during these five visits?” All of these thoughts are running through my head before I go into any classroom to provide classroom management coaching. It can be challenging to be a classroom management coach, but not as challenging as it can be to be a teacher without any help. I try to keep that in mind as I make my way to the classroom. I put those thoughts into the back of my head and get to work.
During my first visit, I generally meet with the principal and get a perspective of the issues involved with the teachers or grade level needing help. Before this, I try my hardest to meet with the teachers first. Teachers are under so much pressure that it’s only natural they’ll feel some discomfort about someone from the outside coming in to observe their classroom and “make a judgement.” I like to meet with them before observing in the classroom so I can reassure them I’m not here to evaluate, but just to help them and make their job a bit easier. After all, like I tell the teachers I work with, I’ve been in this exact same position before.
Continue reading “A Day in the Life of a Classroom Management Coach”
There you are with your clean desk, sharpened pencils, empty inbox of emails and you think you are all set to rock this school year as the newly designated Behavior Coordinator for your campus. Most of you are probably an Assistant Principal too, and grappling with all the responsibilities that come with that job. But you’re not worried, you got this! Your plan is to handle each issue right as you get it, so you don’t get behind in your paperwork. You have the code of conduct and your discipline matrix on the corner of your desk to grab at a moment’s notice. Now, you just need to help your PBIS team present the expectations, common area rules, reward system, and discipline system to the students and start building relationships with the 1500 kiddos in your school.
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You’ve likely heard about LSSPs before, but maybe aren’t 100% what they are. LSSP stands for Licensed Specialists in School Psychology, and they’re one of the foundations to a functional and healthy school.
As LSSPs at Region 13, we conduct evaluations (and often reevaluations) to determine if your students are eligible for, or can continue in, special education services, academic and behavior intervention plans, and counseling as a related service. We also help assess disabilities that are listed under IDEA’s 13 categories, with the exception of visual impairment, hearing impairment, and speech or language impairment.
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Bullying is all around us. It’s easy to do. A bully approaches someone else and pressures them to do something they don’t want to do, or never wanted to do in the first place. Bullies can tease, hurt, or even torment other students. You might have missed it though, because what constitutes bullying can be tricky.
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Teamwork is important. We all do better work when we’ve got a great team supporting us. As we’ve mentioned before, Positive Behavior Interventions and Support, or PBIS, involves the whole campus. To successfully implement PBIS on your campus, you’re going to need a stellar team. So, what does a PBIS team look like?
To build an ideal PBIS team, it’s important to represent all aspects of your community. Think about who represents your school and invite them into the PBIS Team. Teachers, both general and special education, interventionists, elective teachers, parents, office staff, cafeteria works, maintenance workers; all are part of your campus staff and all can have a strong voice on your PBIS Team.
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There’s an unfortunate reality about teaching that you’ll eventually comes across: you’ll eventually end up angry at one of your students or your students will be angry or aggressive towards you. It’s hard to know how to manage aggression we might have towards students who aren’t behaving in class. We might feel ridiculed, disrespected, not listened to, or more. As Social Emotional Learning teaches us, our emotions don’t exist in a vacuum. One bad day at home or a bad week outside of school can be compounded when a student acts up, causing us to lash out or turn to aggressive behavior.
Continue reading “3 Questions to help you Manage Aggression in classrooms”